What will I do to help students effectively interact with new knowledge?

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Transcript What will I do to help students effectively interact with new knowledge?

Learning Sciences International iObservation

Leaders of Learning Program Day 1: Introduction to the Art and Science of

Teaching Framework Peggy Schooling, Ed.D.

Welcome and Introduction

• • Introduction Materials and Resources You Should Have:

– Participant Notebooks – Highlighter Pens – Placemat

Opening Activity: Just Like Me

Directions: Each time you hear a statement that pertains to you raise your hand or say “Just Like Me” You may raise your hand more than once!

Learning Goals

• • • To gain knowledge about The Art and Science of Teaching as an instructional framework To become familiar with three types of lesson segments To learn and practice the use of strategies in lesson segments addressing content

Key Vocabulary

• • • Lesson Segment Instructional Framework Common Language

Hopes for Our Work Today…

• What are your personal learning goals for today’s session?

Organizing Groups for Processing Information

•Clock Partners

Working Agreement

• • • • • Be present: minds and hands-on all day.

Use electronics respectfully.

Respect time boundaries.

Recognize the need for quiet while working.

Complete the survey at the end of the session.

Working Agreement

Observation and walkthrough feedback must accurately reflect the complexity of the teaching/learning process.

A System of Feedback

Self Observation

• Teachers analyze their own teaching through videotapes

Self Reflection

• Teachers reflect upon their practice

Instructional Rounds

• Teacher and administrator teams engage

collectively in examining a model or language of instruction Observations Walkthroughs

• Observation of an entire lesson • Identify trends and patterns across

classrooms, grade levels, schools and district Common and Comprehensive Model of Instruction

“While the reasoned use of specific

instructional strategies is certainly a necessary ingredient of expertise, the ultimate criterion for expert performance in the classroom is student achievement. Anything else misses the point.”

Dr. Robert Marzano, On Excellence in Teaching (2009)

I agree………

Elbow Partners

This makes me wonder about…….

The implications for the classroom are…

Setting the Record Straight

• • • Read the article Setting the Record Straight on High-

Yield Strategies.

Highlight what stands out for you. Individually reflect on the following:

3-2-1

•In your notebook, record the following

Recalls from the Text

Insights Gained

Burning Question •Share with your group •Identify one burning question that the group would like to have answered • Record on a post it and place on the chart paper.

Research shows that district leadership that focuses on student achievement and instruction can increase student achievement gains by almost 10 percentile points across the district.

--District Leadership That Works: Striking the Right Balance (Marzano and Waters, 2009)

1.

2.

3.

4. MY GOALS:

Our goal is to bridge this gap and move toward shared practices.

The Art & Science of Teaching is designed as a comprehensive framework that puts together other works into a unified whole.

The Art and Science of Teaching

involves 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

Design Questions

What will I do to establish and communicate learning goals, track student progress, and celebrate success?

What will I do to help students effectively interact with new knowledge?

What will I do to help students practice and deepen their understanding of new knowledge? What will I do to help students generate and test new hypotheses about new knowledge?

What will I do to engage students?

What will I do to establish or maintain classroom rules and procedures?

What will I do to recognize and acknowledge adherence to or lack of adherence to rules and procedures?

What will I do to establish and maintain effective relationships with students?

What will I do to communicate high expectations for all students?

10. What will I do to develop effective lessons organized into a cohesive unit?

Design Questions

Convene

• Form 3 groups: Elementary, Middle, and High School.

• In your group, count off by 3’s: – – –

1’s consider questions 2, 3, and 4 2’s consider questions 1 and 6 3’s consider questions 5 ,7, 8, and 9

Convene

• Consider a set of design questions and respond to the following prompt: – What have you seen teachers do to address each of your questions in their classrooms?

The Marzano Protocol organizes design questions into three types of lesson segments:

Lesson Segments Involving Routine Events Lesson Segments Addressing Content Lesson Segments Enacted on the Spot Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

Design Question 2: What will I do to help students effectively interact with the new knowledge?

Design Question 5: What will I do to engage students? Design Question 6: What will I do to establish or maintain classroom rules and procedures?

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Design Question 7: What will I do to recognize and acknowledge adherence to or lack of adherence to rules and procedures?

Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?

Design Question 8: What will I do to establish and maintain effective relationships with students?

Design Question 9: What will I do to communicate high expectations for all students?

The Marzano Protocol organizes design questions into three types of lesson segments: CONTENT-SPECIFIC SEGMENTS

Interacting with New Knowledge Practicing and Deepening Generating /Testing Hypotheses

The Marzano Protocol organizes design questions into three types of lesson segments: ROUTINE SEGMENTS

Learning Goals and Feedback Rules and Procedures

CONTENT-SPECIFIC SEGMENTS

Interacting with New Knowledge Practicing and Deepening Generating /Testing Hypotheses

The Marzano Protocol organizes design questions into three types of lesson segments: SEGMENTS ENACTED ON THE SPOT

Student Engagement

ROUTINE SEGMENTS

Learning Goals and Feedback Rules and Procedures

CONTENT-SPECIFIC SEGMENTS

Interacting with New Knowledge Practicing and Deepening Generating /Testing Hypotheses High Expectations

The Marzano Protocol organizes design questions into three types of lesson segments:

Lesson Segments Addressing Content Design Question 2: What will I do to help students effectively interact with the new knowledge?

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?

Design Question 2: What will I do to help students effectively interact with the new knowledge?

• Identifying Critical Information • Organizing Students to Interact with New Knowledge • Previewing New Content • Chunking Content into “Digestible Bites” • Processing New Information • Elaborating on New Information • Recording and Representing Knowledge • Reflecting on Learning

Learning requires multiple exposures to and complex interactions with knowledge.

•Identifying Critical Information

— A unit with two learning goals might have four to six critical input experiences.

— Adequate time must be given to ensure students process the content deeply.

Examples

: • Read a specific passage of text.

• Watch a video. • Listen to a mini-lecture.

• Watch a demonstration.

• Participate in a simulation.

• Organizing Students to Interact with New Knowledge — Provides multiple reference points — Challenges students to articulate their thinking — Allows students to see how others process information — Allows students to react to how others process information — Groups of two to five — Teach norms in advance.

• Be willing to add your perspective to any discussion.

• Respect opinions of other people.

• Make sure you understand the contributions of others by • asking questions.

Be willing to answer questions that others ask about your ideas.

• Previewing New Content

Examples:

• What do you think you know? (KWL) • Overt linkages (cues) • • Preview questions (questions) Teacher summary (advance organizer) • Skimming (advance organizer) • Teacher-prepared notes (notes) Classroom Instruction that Works (2004)

Clock Partner 12:00

What steps do your teachers take to: • identify critical information • preview new content?

• Chunking Content into “Digestible Bites” “Learning proceeds more efficiently if students receive information in small chunks that are processed immediately. The more students know about the content, the larger the chunks can be.”

The Art and Science of Teaching (2007)

•Chunking Content (cont’d)

• • • • • • •

Examples:

Identifying strategic stopping points during a demonstration Asking students to briefly summarize information after each small chunk.

Eliciting predictions about what might be presented next Think Alouds Reciprocal Teaching Jigsaws Concept Attainment

Clock Partner 3:00

How do you teachers “chunk” new content into digestible bites for students?

How are they designing opportunities to process these chunks?

• Elaborating on New Information

Elaborative questions can be organized into two broad categories: Inferential Questions and Elaborative

Interrogations

Inferential Questions

•Beginning with simple inferential questions, then asking the students to justify their thinking.

Elaborative Interrogations

•Asking students questions that require them to go beyond what was presented.

The Art and Science of Teaching (2007)

• Recording and Representing Knowledge

Students record their solutions in linguistic and nonlinguistic formats.

Examples:

• Notes • Graphic Organizers • Dramatic Enactments • Mnemonic Devices Employing Imagery • Academic Notebooks

Mental Pictures Kinesthetic Representations Link Strategy Familiar Place Framework Number/key word Language-based hand signals Using body to create images Physical Representations Dioramas Role Plays Five Finger Retell Using sand Musical movement Reader’s theatre Mobiles Models Manipulative 3-D maps Charades Skywriting

Graphic Organizers

Time sequence Descriptive pattern Cause/effect pattern Generalization pattern Concept pattern Episode pattern Problem Solution Pattern Web Fishbone Sorting Tree Tree Map Box and Whisker Graph Circle Map Time Line Continuum Story Map Venn Diagram Stem and Leaf KWL Chart Two or Three Column Chart Analogy chart Main idea/Supporting Details Flow Chart

Combination Notes

Notes Symbol, Picture or Graphic Summary

Plant Reproduction

Plants and animals have life cycles—growth, reproduction, and death.

Reproduction can happen with seeds or without; when there are no seeds, there are spores. With seeds—conifers and flowering plants. Conifers have two cones; male contains pollen, female has ovules. When the pollen fertilizes the ovules, they become seeds. Seeds have a new plant embryo.

Summary

: pollen

Male Cone Plant Reproduction With seeds Conifers Without seeds; with spores Flowering plants Pollen

ovule

Female Cone Seed

Notes for Younger Children

My Notes Pictures Questions

Concept Map

What is it?

A place where animals can thrive.

What is it like?

There is enough space for survival.

HABITAT There is protection from the weather.

The animal fits within the natural food chain.

Forest Lake Cave What are some examples?

Clock Partners 6:00

What opportunities do your teachers provide their students to represent their understanding of new content?

• Reflecting on Learning

The final step to actively processing information is to have students reflect on their experiences at the end of a critical input experience.

Examples:

• What was I right about? • What was I wrong about?

• How confident am I about what I have learned?

• What did I do well during the experience and what could I have done better?

Clock Partner 9:00

How have you seen teachers ask students to reflect on their learning?

What do they do with the data collected from these reflections?

Design Question 2: What will I do to help students effectively interact with the new knowledge?

Strategy Review

Convene

• Form a group of four.

• Choose a facilitator.

Individually

• Review two categories of strategies on the strategy document.

• Summarize your findings.

Table

• Share summaries and examples from practice in your group.

Final Reflection of Design Question #2: What will I do to help students effectively interact with new knowledge?

Individually

• Reflect on your learning.

— How could you encourage students to elaborate on new content?

— When should students begin to take notes?

— How can students demonstrate content understanding in their notes?

— How do you give students opportunities to reflect on their learning in your setting?

Table

• Share your thoughts with your table group.

The Marzano Protocol organizes design questions into three types of lesson segments:

Lesson Segments Addressing Content Design Question 2: What will I do to help students effectively interact with the new knowledge?

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?

• •

Practice and Deepen New Knowledge

New learning is forged through repeated exposures to knowledge. Exposure involves practice and knowledge deepening activities

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

• Reviewing Content • Examining Similarities and Differences • Examining Errors in Reasoning • Practicing Skills, Strategies, and Processes • Organizing Students to Practice and Deepen Knowledge • Using Homework • Revising Knowledge

Design Question 3:

What will I do to help students practice and deepen their understanding of new knowledge?

Knowledge can be categorized as Declarative or Procedural.

Declarative Knowledge

•Information

Procedural Knowledge

•Skills/Processes

Design Question 3:

What will I do to help students practice and deepen their understanding of new knowledge?

Declarative Multiple Exposures Deepening Understanding Procedural Practice & Feedback Fluency

Concept Attainment

Declarative Procedural • • • • • • Understands that words and pictures convey ideas or meaning in a text Understands that animals have characteristics that help them adapt to their environment Knows the causes and effects of the American Revolution Knows the rules that govern various sports Understands the concept of mutation Knows vocabulary terms: tourism, urban, rural, plateau • • • • • • Solves multi-step problems involving fractions, decimals, and basic percents.

Use prewriting strategies to plan written work.

Predicts possible results of scientific investigations.

Summarizes information found in texts.

Prepares a slide for biology.

Follows steps in a recipe

Table Talk

Why is it important to distinguish between declarative and procedural information?

• Examining Similarities and Differences There are four basic types of tasks that focus on identifying similarities and differences.

Examples:

• Comparing • Classifying • Creating metaphors • Creating analogies

Characteristics Characters Setting Plot Theme

Comparison Matrix

Three Little Pigs Little Red Riding Hood Jack and the Bean Stalk Comparisons Similarities Differences Similarities Differences Similarities Differences Similarities Differences What did you discover?

Fractions

and

Decimals

are similar because they both: ________________. ________________. ________________.

Fractions

and

Decimals

are different because:

Fractions

______, but

Decimals

________.

Fractions

______, but

Decimals

________.

Fractions

______, but

Decimals

________.

monarchy

and a

dictatorship

are similar because they both: ________________. ________________. ________________.

A monarchy

and

a dictatorship

are different because: a

monarchy

____, but a

dictatorship

____.

monarchy

____, but a

dictatorship

____. a

monarchy

____, but a

dictatorship

____.

Table Talk

How do teachers in your setting provide opportunities for students to: • Compare • Classify • Create metaphors • Create analogies

• Examining Errors in Thinking Analyzing errors is a powerful way to deepen student understanding of declarative knowledge.

Examples:

• Faulty logic • Attacks • Weak reference • Misinformation

Questions that Help Students Identify Errors in Thinking Analyzing Errors

• What are the errors in reasoning in this information?

• How is this information misleading?

• How could it be corrected or improved?

Analyzing Perspectives

• Why would someone consider this to be good, bad or neutral?

• What is the reasoning behind his or her perspective?

• What is an alternative perspective and the reasoning behind it?

Constructing Support

• What is an argument that would support the following claim?

• What are some of the limitations of this argument or the assumptions underlying it?

Classroom Instruction that Works

(2004)

Framework for Supporting a Claim

Grounds

• Once a claim is made, it should be supported with grounds (e.g., matters of common knowledge, expert opinion, experimental evidence, other information considered factual).

Backing

• Establish the validity of the grounds and elaborate on them.

Qualifiers

• Express the degree of certainty and/or exceptions to the claim.

Table Talk

Describe how you have seen teachers provide opportunity to identify errors in thinking in your setting?

How does this practice effect student learning?

• Practicing Skills, Strategies, and Processes Effective practice transforms mechanical procedural knowledge to fluent procedural knowledge.

Examples:

• Solves multistep problems involving fractions, • • decimals, and basic percents Uses prewriting strategies to plan written work Predicts possible results of scientific investigations • • • Summarizes information found in texts Prepares a slide for biology Follows steps in a recipe

Progression of Practice

• Initially provide structured practice sessions spaced close together.

• Provide practice sessions that are gradually less structured and more varied.

• When appropriate, provide practice sessions that help develop fluency.

Massed vs. Distributed Practice

Massed Practice Distributed Practice

Find someone you have not talked with today

Describe the ways teachers design practice opportunities for students in your setting?

Do you see more massed or distributed practices?

• Organizing Students to Practice and Deepen

Knowledge

Cooperative learning techniques can be used in a wide variety of instructional situations.

— Small groups can work with declarative knowledge at any time (e.g., comparison, classification, metaphors and analogies, and identifying errors).

— For procedural knowledge, independent practice should occur first. Small groups focus on checking accuracy and sharing each learner’s approach.

Table Talk

How do teachers use cooperative structures in your setting?

What is the impact on student understanding when cooperative structures are used effectively? Why?

• Using Homework “ When seven classes worth of homework is piled on us nightly, we’re up ‘til 12 studying for things that, at that hour, don’t even make sense. In the morning, we stumble into class, sometimes unshowered, and then the teacher complains. Let’s think about this: We do homework but get nothing out of it - then we get into trouble, plus we stink. To me, there’s no benefit here.” Katie Marland (age 15) Prairie Village, Kansas

The Homework Ate My Family

KIDS ARE DAZED, PARENTS ARE STRESSED

BY ROMESH RATNESAR

Purposeful Homework

• Homework that helps students deepen their knowledge (declarative) • Homework that enhances students’ fluency with procedural knowledge • Homework that introduces new content

Example of Homework that Helps Prepare for New Learning

Mr. Berken wanted his biology class to understand that ecosystems are interdependent. Before he began the unit, he asked students to create a graphic organizer for homework that depicted the knowledge they already had about various ecosystems and their relationships to each other. He then used these organizers as a means to help inform him as to what additional information students would need to learn.

Find someone who you haven’t spoken with today

Do you have a homework policy in your school or district?

If so is the focus on time spent or quality of task?

Reflection Activity: Deepening Understanding and Practice

What was new?

What am I sure about?

What do I still have questions about?

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

The Marzano Protocol organizes design questions into three types of lesson segments:

Lesson Segments Addressing Content Design Question 2: What will I do to help students effectively interact with the new knowledge?

Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?

Generating and Testing Hypothesis about New Knowledge

• • Tasks that require students to question their knowledge Tasks in which students are required to experiment with new knowledge

What happens when you’re not prepared to apply new knowledge?

Video Clip

Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?

• Organizing Students for Cognitively Complex Tasks • Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing • Providing Resources and Guidance

• Organizing Students for Cognitively Complex

Tasks

Grouping students for cognitively complex tasks is not a random act, it must be intentional to be effective. Students can be grouped in a variety of ways, the intent is to maximize the learning potential by grouping students for success. For example: • Interest • Learning Style • Presentation Choice • Ability/Skill Level

• Engaging Students in Cognitively Complex Tasks

Involving Hypothesis Generation and Testing

Problem Solving • The process of overcoming constraints or limiting conditions that are in the way of pursuing goals.

Decision Making • The process of generating and applying criteria to select from among seemingly equal alternatives.

Historical Investigation • The process of identifying and resolving issues about past events about which there are confusions or contradictions.

Experimental Inquiry • The process of generating and testing explanations of observed phenomena.

Problem Solving

1. Identify the

goal

you are trying to accomplish.

2. Describe the

barriers or constraints

that are preventing you from achieving your goal—that are creating the problem.

3. Identify

different solutions

for overcoming the barriers or constraints and hypothesize which solution is likely to be the most effective.

4. Try your solution

—either in reality or through a simulation.

5. Explain whether your hypothesis

was correct. Determine if you want to test another hypothesis, using a different solution.

Decision Making

Describe the

decision

considering.

you are making and the

alternatives

you are Identify the

criteria

that will influence the selection, and indicate the relative importance of the criteria by assigning an

importance score

from a designated scale (e.g., 1-4). Identify

different solutions

for overcoming the barriers or constraints and hypothesize which solution is likely to be the most effective.

Rate each alternative

on a designated scale (e.g., 1-4) to indicate the extent to which each alternative meets each criterion. For each alternative,

multiply

the importance score and the rating and then add the products to assign a score for the alternative.

Examine the score

to determine the alternative with the highest score.

Based on your reaction to the selected alternative, determine if you need to

change

any importance scores or add or drop criteria.

Decision Making 1. Identify a decision you wish to make and the alternatives you are considering.

2. Identify the criteria you consider important.

3. Assign each criterion an importance score.

4. Determine the extent to which each alternative possesses each criterion.

5. Multiply the criterion scores by the alternative scores to determine which alternative has the highest total points.

6. Based on your reaction to the selected alternative, determine if you want to change importance scores or add or drop criteria.

Criteri a

Decision-Making Matrix

Alternatives

Cost

Used Honda Jetta

4x 4x 2x

MPG 2

Roomy 2

2x 2x 4x

Safety 4

Style 1

1x 1x Durango 4x Lexus 350 4x 2x 2x 4x 1x 2x 2x 4x 1x

Decision Making (cont’d)

•

2010--you are on the board of Time magazine. For the cover of the December issue, your want to select a “Person of the Decade.” Your job is to decide which person should be selected and then justify your decision to the publishers by listing the people who were considered, the criteria you used, and how each person was rated under each criterion. Report on…

• The criteria you used and the importance you placed on each.

• The individuals you considered and the extent to which they met your criteria.

• Your final selection.

Table Talk

Describe a decision making activity you have seen implemented in your setting. How did this task enable students to generate and test hypotheses about new content?

How did this learning experience effect students’ depth of understanding of content?

Historical Investigation

•

Select a major movement from the 60s that involved civil disobedience. Consider what would have happened if there had been no civil disobedience as part of the movement. Identify a different method of seeking change.

• • •

Report on…

How the movement during the decade might have played out differently.

How the present would be different.

If there had been no civil disobedience and, instead, the method of change you identify had been used exclusively.

Turn & Talk

Describe an historical investigation that impacted student learning in your setting.

• Be very specific so your partner can picture the learning experience you are describing.

Experimental Inquiry

Observe something

occurred.

that interests you and describe what has 2. Explain what you have observed. What

theories or rules

could explain what you have observed?

3. Based on your explanation- make a

prediction.

Set up

an experiment or activity to test your prediction. 5.

Explain the results

of your experiment in light of your explanation. If necessary, revise your explanation or prediction or conduct another experiment.

Experimental Inquiry

WOODSTOCK

• People who were in high school and college during the

1960s are now in their 50s and 60s. Consider this population. Some would say that it is interesting that there seems to be no lasting effect of the 60s on these people. One possible explanation for this is that the effect is there, but it is very subtle. Try to determine what effects the experiences of the 60s are having on the lives of these people now. Test your hypothesis and report on…

•

Experimental Inquiry

Fluffy Eggs – You are a young chef charged with preparing a birthday breakfast for a family member – You are wondering how to create the fluffiest eggs for this meal.

– Design an experiment that will help you compare the fluffiness of eggs using 3 different preparation methods (low fat milk, water, cream).

Report on…

• • Your hypothesis and how you tested your hypothesis.

Your findings.

• Your conclusions.

• Providing Resources and Guidance

– Design questions 2,3, and 4 represent a progression from teacher centered to student centered learning experiences.

– In deciding how to help students generate and test hypotheses about new content, teachers need to design a coaching role for themselves and working role for students.

– Resources needed for students to be successful on tasks need to be carefully considered ahead of time.

Key Points

• • • •

•

Don’t just expect the thinking, teach the thinking.

Students are more likely to deepen understanding when engaged in thinking beyond recall.

Just asking high level questions is not enough.

Teach specific processes and then help students apply those to content knowledge

.

Aim for long term retention and use of knowledge

Reflection Activity: Key Points

• What are the implications of the key points to creating effective learning experiences for students in your setting?

Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?

• Organizing Students for Cognitively Complex Tasks • Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing • Providing Resources and Guidance

Final Reflection of Design Question #4: What will I do to help students generate and test hypotheses about new knowledge?

• Individually respond to the following reflection questions, then share your responses with your table group.

— How often are students in your school offered the opportunity to generate and test hypotheses?

— In what curricular areas do students regularly have the opportunity to generate and test hypotheses about new information?

— Describe a teacher who has become a great facilitator of learning, someone who has mastered the roles of resource provider and guide.